Research on Language Teachers’ Emotion Labour and Emotional Well-being. A Critical Analysis and Suggestions for Further Research

Abstract

This critical overview examines the body of literature on language instructors’ emotion labour, with the aim of providing insights into the aspects of teachers’ work that positively and negatively impact their emotional well-being, as well as possible strategies to help them flourish.  Research in this novel area was divided into three broadly chronological categories for analysis: pioneering studies, qualitative studies with a specific focus, and more methodologically diverse studies. The findings indicated that societal attitudes influenced the institution, resulting in differing levels of pressure or support experienced by the teachers.  Emotion labour was found to stem from teachers’ beliefs conflicting with those held at an institutional level or beyond, as well as from interactions with the learners, and could have positive and/or negative outcomes.  One of the worst possible outcomes is burn-out. Agency, empathy, and reflection were among the strategies to emerge with the potential to neutralise negative outcomes. The article concludes with suggestions for further research.